Analyzing educators’ online interactions: a framework of online learning support roles

Beyond Traditional Metrics

“…Our coding framework highlights both student and educator actions to describe learning interactions online. We build on previous work that has defined capacities and dispositions critical for learners in the 21st century [1], [4], prior studies of youth-educator interactions and roles played to support the development of such dispositions [1], [7], and analysis of common features of online social learning networks. Along with related skills supported in iRemix, Table 1 describes three strands of learning activities that are afforded in online social learning networks: creative production, self-directed learning, and social learning.…”

“…Although each activity has different implications in terms of the scope of the audience, both are evidence of social interaction online. Table 2 identifies key roles that educators play to support learners in developing these 21st century skills (see [7]). Like the student actions, the adult learning support roles are aligned with common social network features found in iRemix.…”

“…Recent efforts to automatically code content from student and educator communication in online learning environments (e.g., discussion forums) have provided a promising start for improving feedback, promoting active participation, and fostering collaborative learning communities [5], [7], [10]. These efforts, such as gathering data on how often students revise their work [5], provide a richer perspective of student actions and learning processes than those obtained from traditional metrics.…”

Revealing Opportunities for 21st Century Learning: An Approach to Interpreting User Trace Log Data

“…In this paper, we focus on the 21st century learning opportunities framework to better understand the online activities of youth. This is part of our larger work to understand interactions and learning on the iRemix site (e.g., coding the learning support actions of adult educators; see Nacu, Martin, Pinkard, & Gray, 2014). The se frameworks are stored as databases to translate raw logs to coded logs i n the Research Data Warehouse (Nacu, Martin, Schutzenhofer, & Pinkard, 2016).…”

The Marginal Syllabus: Educator Learning and Web Annotation Across Sociopolitical Texts and Contexts

“…Amidst these conditions, digital technologies and everyday media practices have opened public, more participatory, and collaborative repertoires through which educators have begun to frequently engaging in professionally-relevant learning (Gover, 2017;Jones & Dexter, 2014;Pew Internet & American Life Project, 2013). At times both promising and also problematic, efforts like Twitter chats (Carpenter & Krutka, 2015;Visser, Evering, & Barrett, 2014), EdCamps (Carpenter & Linton, 2016), and online affinity spaces (Nacu, Martin, Pinkard, & Gray, 2016) have sought to honor educator curiosity and amplify the affordances of new technologies as relevant to everyday problems of practice (see also Nussbaum-Beach & Hall, 2012;Smith, West-Puckett, Cantrill, & Zamora, 2016). These emerging approaches to educator learning highlight the limitations of routinized and formally sanctioned professional development, and further disrupt assumptions about how time and space bound hybrid learning environments and practices.…”